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Fungsi Otak pada Pembelajaran

dr. Jayalangkara Tanra

Department Psikiatri, Fakultas Kedokteran


Universitas Hasanuddin
2006
Anatomi-Fisiologi Belajar

Belajar Proses interaksi Bio-psiko-sosial


Biologis kesiapan otak kita menerima stimulus
Input rsgn(stimulus)prs bljr (p!,persepsi,ingatan
berpikirout put (prbhn behaviour,actual,potensi)
Otak mempunyai fgs yg unik & kompleks tdk
satupun yg sama cara belajar
Motor cortex Somatosensory cortex

Pars Sensory associative


opercularis cortex

Visual associative
cortex

Brocas
area

Visual
cortex

Primary
Auditory cortex

Wernickes
area
Sel neuron & synaps yg jumalnya triliun berinteraksi
satu dgn lainnya shg setiap individu berbeda perilaku
Perbedaan otak kiri & kanan

Linear Vs. Holistic Processing


Sequential Vs. Random Processing
Symbolic Vs. Concrete Processing
Logical Vs. Intuitive Processing
Verbal Vs. Nonverbal Processing
Reality-Based Vs. Fantasy-Oriented
Processing
Representational map of the human lateral cortex. (a) Schema of the hierarchical
organization of memory and knowledge. (b) Approximate topographic distribution
of memory networks, using the same color code as in (a). (Abbreviation:
RF, Rolandic fissure). Red dashed lines demarcate the three frontal areas probed in
the experiment by Koechlin et al. [3]. Modified from [9].
Proses Belajar dipengaruhi oleh

Environmental factors and processes


Constitutional or physiological
processes
Learning processes
Cognitive learning processes
Unconscious urges and processes
Psikosomatik
proses
belajar
Tanda-tanda stress
Insomnia
Tdk bisa tenang
Mdh tsinggung hal yg sepeleh
Konsentrasi terganggu
Sulit memutuskan keputusan
Minum & merokok sec. berlebihan
Tdk dpt releks
Selalu ingin mengerjakan sesuatu
Perasaan tegang & gelisah
Kesimpulan
1. Uniqueness-every single brain is totally unique.
2. Impact of threat or high stress can alter and impair
learning and even kill brain cells.
3. Emotions are critical to learning-they drive our
attention, health, learning, meaning and memory.
4. Information is stored and retrieved through
multiple memory and neural pathways.
5. All learning is mind-body-movement. Foods,
attentional cycles, drugs and chemicals all have
powerful modulating effects on learning.
6. The brain is a complex and adaptive system.
Effective change involves the entire complex
system.
7. Patterns and programs drive our
understanding. Intelligence is the
ability to elicit and to construct useful patterns.
8. The brain is meaning-driven. Meaning is
more
important to the brain than information.
9. Learning is often rich & non-conscious. We
process both parts & wholes simultaneously &
are affected a great deal by peripheral
influences.
10. The brain develops better in concert with other
brains. Intelligence is valued in the context of
the
society in which we live.
11. The brain develops with various stages of
readiness.
12. Enrichment-the brain can grow new
connections at any age. Complex,
challenging experiences with feedback are
best. Cognitive skills develop better with
music and motor skills.
TERIMA KASIH

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